Digital Skills for Teaching English to Special Education Students

Authors

  • Abdul Aziz Mohamed Mohamed Ali El Deen

    Department of English Language and Literature, College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh P.O. Box 5701, Saudi Arabia
  • Amr Mahmoud Mohamed

    Medical Sciences and Preparatory Year Department, North Private College of Nursing, Arar 73244, Saudi Arabia
  • Hassen Alazhar Jmaiel

    English Unit, Applied Collège, Northern Border University, Arar 91431, Saudi Arabia
  • Reema Oqla. Abukhait

    English Unit, Applied Collège, Northern Border University, Arar 91431, Saudi Arabia
  • Tahany Sabry Shaaban

    General Courses Department, Applied Collège, Northern Border University, Arar 91431, Saudi Arabia
  • Mansour Nasser Alammar

    Department of English Language and Literature, College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh P.O. Box 5701, Saudi Arabia
  • Asem Mohammed Ibrahim

    College of Education, King Khalid University, Abha 6142, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i12.12260
Received: 27 September 2025 | Revised: 17 October 2025 | Accepted: 28 October 2025 | Published Online: 19 November 2025

Abstract

This study investigates the integration of digital tools in English as a Foreign Language (EFL) instruction for students with special educational needs (SEN) in Saudi Arabia. Drawing on a quantitative survey of 204 special education teachers across various regions, it explores the frequency and types of technology use, the relationship between teachers' digital competencies and their pedagogical practices, and the extent of institutional and administrative support provided. The findings reveal that digital tools, such as language learning applications, interactive platforms, and assistive technologies, have become increasingly embedded in daily instructional practices, irrespective of teachers' academic qualifications, years of experience, or school type. Nonetheless, the study uncovers notable disparities in access to technological resources, training opportunities, and institutional support across different educational settings. Although many educators demonstrate solid technical proficiency, persistent challenges remain in adapting digital tools to meet diverse learner profiles and in receiving specialized professional development tailored to inclusive EFL instruction. The research highlights the urgent need for systematic, ongoing training, equitable distribution of digital infrastructure, and curriculum reforms that integrate assistive technologies meaningfully. By addressing these gaps, the study provides valuable implications for policymakers and educators seeking to foster genuine digital inclusion and enhance learning outcomes in special education EFL contexts.

Keywords:

EFL; Special Education; Digital Literacy; Educational Technology; Instructional Practices

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How to Cite

Mohamed Ali El Deen, A. A. M., Mohamed, A. M., Jmaiel, H. A., Abukhait, R. O., Shaaban, T. S., Nasser Alammar, M., & Ibrahim, A. M. (2025). Digital Skills for Teaching English to Special Education Students. Forum for Linguistic Studies, 7(12), 1317–1330. https://doi.org/10.30564/fls.v7i12.12260

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Vol. 7 , Iss. 12 (December 2025): In progress

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Copyright © 2025 Abdul Aziz Mohamed Mohamed Ali El Deen, Amr Mahmoud Mohamed, Hassen Alazhar Jmaiel, Reema Oqla. Abukhait, Tahany Sabry Shaaban, Mansour Nasser Alammar, Asem Mohammed Ibrahim

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